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The purpose of this study is to investigate the impacts of a sustainable development course on the beliefs, attitudes and intentions of a cohort of engineering students in a university in Miri, Malaysia, towards sustainability.

Questionnaire survey was conducted among the cohort of students encompassing the three facets mentioned.

The respondents expressed low to medium agreement towards all the survey items related to beliefs, attitudes and intentions. A sense of moral obligation towards sustainability is linked to higher sustainability awareness, willingness to safeguard sustainability and a sense of responsibility towards sustainable development. The respondents were generally perceived to have fundamental knowledge of sustainable development.

This study shows that a sustainable development course called Engineering Sustainable Development offered in a university in Miri, produced positive impacts on the beliefs, attitudes and intentions of the engineering students towards sustainable development. Sustainable development courses are generally instrumental to impart the value and practices of sustainability among university students.

As limited correlational studies on whether sustainable development courses effectively shape the beliefs and attitudes of students have been previously conducted, this study provides insight into the effectiveness of one of such courses and how the course can be further improved to enhance its effectiveness.

It is commonly believed that personality traits determine a person's ability to work in a team and academic performance. However, studies have shown inconsistent results with some personality traits better than the other in predicting students' performance in different academic majors. The purpose of this study is to examine the interrelation between personality traits, teamwork competencies and academic performance among first-year first semester engineering students in an Australian university located in the Sarawak state of Malaysia.

The Individual and Team Performance (ITP) metrics were administered among 189 students to gauge their personality traits as well as self-rated and peer-rated teamwork competencies. The correlations between personality traits and teamwork competencies as well as correlations of both the variables to academic performance were subsequently analyzed.

This study shows no significant difference between the self-rated and peer-rated teamwork competencies. Adventurous trait appears to negatively correlate with teamwork competencies. This study also reveals teamwork competencies as better predictors of academic performance than personality traits. Commitment and focus show relatively larger effect on academic performance. It can be concluded that commitment is the most significant factor to excel in first-year engineering in the university. Therefore, interventions that promote commitment is crucial to academic performance of the first-year first semester engineering students.

This study promulgates the development of team competencies which are more crucial to academic excellence than personalities. It is useful for the design of team learning activities which lead to the development of teamwork competencies while improving academic performance. It shows that team activities which reinforce commitment especially and focus secondarily, will have significant positive effect on academic performance of the first-year engineering students generally.

While most studies in this area examine the correlation between personality traits and academic performance, this study is among the very few that looks into the aspect of teamwork competencies. This study also finds its value in its regional significance as such correlational studies are not prevalent in Malaysia.

In view of a lack of evidence on the effectiveness of climate change education (CCE) in China, this study aims to evaluate if a CCE course newly designed based on research recommendations and implemented with established pedagogy was effective in changing the beliefs and attitudes of first-year science students.

This study took a simple longitudinal approach with surveys administered at the beginning and the end of the course and the differences in the responses analyzed with nonparametric statistical analyses.

The results showed that the course produced significant changes in the beliefs concerning the anthropogenic causes of climate change and vulnerability to its impacts, which results in inequality of the impacts received. However, the course did not produce significant attitudinal changes among the students. Spearman’s correlation, which affirmed the belief–attitude association, revealed that the students already had desirable attitudes toward climate change and these attitudes had not been reinforced. The students’ perception of the importance of local government in climate action increased by the end of the course. Multimedia-aid learning, debates and discussions were useful in conveying the concepts of responsibility, ethics and vulnerability, but the addition of student-led community projects will increase personal significance of the course.

This study is instrumental for the development of a regional model of CCE in the mainstreaming of education for sustainable development in China, knowing that the regional approach is crucial to address the nuances in climate change knowledge, hence conceptions and beliefs across regions and, even, between different sectors of a region. This regional experience could also serve as a reference for other similar settings, particularly those of the developing countries.

This study presents one of the very few studies dedicated to gauging the effects of CCE in China, particularly of a newly developed climate change course, on the beliefs and attitudes of students. This permits pedagogical development and continuous improvement of CCE in China.

This review compares the primary occupational safety and health (OSH) laws of the ASEAN members against the major provisions of the primary OSH laws of the United Kingdom (UK) and United States (US) grouped under the themes for OSH law adopted by the International Labour Organization (ILO).

This review employs the 11 themes for OSH law adopted by the ILO as the basis of comparison. As the themes lack specificity in terms of their respective contents, specific facets of the themes are drawn from the review of the primary OSH laws of the UK and the US.

The review shows that primary OSH laws of the ASEAN members encompass the fundamental aspects of the ILO OSH themes particularly the regulatory framework, scope, roles of authorities, duties of employers and employees as well as safety inspection and enforcement. The review demonstrates a lack of provision of worksite consultation by the authorities, the emphasis on research, experiment and demonstration by the government as well as certain aspects of training.

OSH in many developing members of the ASEAN is still evolving to advocate the basic rights of employees, protect the safety of the public and ensure the welfare, safety and health of employees are upheld at workplaces. There is an obvious disparity in the coverage of the primary OSH laws of the nations, resulting in widely varied OSH implementation. This study contributes to advancement of the primary OSH laws in developing ASEAN members by highlighting areas of their primary OSH laws that can be improved. Improvement of the primary OSH laws is crucial to subsequent improvement and development of subsidiary laws to provide for adequate protection at workplaces.

Most studies of OSH laws in the ASEAN are country-specific and often theme-specific. There is currently no study which compares the primary OSH laws of ASEAN nations using themes derived from the ILO as well as primary OSH laws of the UK and the US. This review is one of its kinds to use such an approach in providing a comparative overview of the primary OSH laws of all ASEAN nations.

Coronavirus disease (COVID-19) pandemic has given rise to different dimensions of uncommon human behavior, and panic buying is one of them. Interestingly, panic buying research has not been given much attention. The purpose of this paper is threefold. Firstly, it examines the influences of the theory of planned behavior (TPB) elements (subjective norm, attitude and perceived behavior control (PBC)) on panic buying. Secondly, it investigates online news and the perceived likelihood of being affected (PLA) as antecedents to the TPB constructs. Finally, to examine online news verification as a moderator on the relationship between the TPB constructs and panic buying.

Data were collected from 371 respondents and analyzed using the partial least squares method structural equation modeling (PLS-SEM). PLS predict was applied to determine the predictive power of the model further.

This study found that subjective norms and attitude influence panic buying. The results further revealed that online news has a direct influence on the PLA and attitude. However, PBC has no such effect on panic buying. Surprisingly, online news verification also has no moderating effects on the relationships between the TPB elements and panic buying.

This research helps to understand consumer panic buying behavior, especially during shock events such as the COVID-19 pandemic. This study is the first that extends the TPB incorporating both online news and PLA as antecedents to panic buying in the same model. Furthermore, the study serves as an initial attempt to investigate online news verification as a moderator between the link of three constructs of TPB and panic buying, contributing to existing literature. Lastly, it advances the body of knowledge on consumer behavior and contributes methodologically by introducing the PLS approach.